Project SLATE /Framework for Braille

A Framework for Delivering Literacy Instruction to Students in Braille and in Print Literacy Programs:  Recommended Levels of Instructional Services

The following table provides a framework that may be useful to educational teams considering the literacy instructional needs of students who are blind or visually impaired.  The literacy skill areas, descriptions, and recommended levels of instructional services were validated through consensus in two research studies:  Needs of Students in Braille Literacy Programs, and Needs of Students in Print Literacy Programs. Follow these links for a short synopsis of each study.  The results of each study are listed below.  Each link provides a description of the skill area and recommended levels of instructional services.
 

Needs of Students in Braille Literacy Programs
Needs of Students in Print Literacy Programs
Emergent Braille Literacy Skills Emergent Print Literacy Skills
Formal Early Braille Literacy Skills (Prebraille) Integrated Use of Visual Skills
Beginning Braille Literacy Skills Use of Optical Devices in Near Environments
Beginning Literacy Skills in Dual Media (Print and Braille) Use of Optical Devices in Distant Environments
Intermediate Braille Literacy Skills Beginning Print Literacy Skills
Advanced Braille Literacy Skills Intermediate and Advanced Print Literacy Skills
Braille Literacy Skills for Students with Print Literacy Skills Beginning Literacy Skills in Dual Media (Print and Braille)
Listening, Aural Reading, and Live Reader skills Braille Literacy Skills for Students with Print Literacy Skills
Technology Skills Listening, Aural Reading, and Live Reader Skills
Keyboarding and Word Processing Skills Keyboarding and Word Processing Skills
Slate and Stylus Skills Technology Skills
Signature Writing Skills  

(Source: Koenig & Holbrook, 1998; Corn & Koenig, in press)

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